IGH2

PROJECT DETAILS
//Title: **What can we learn about Heroes?**// //Collaborators: Lori Gustafson and Joe Melde// //School and District: Salem Hills Elementary in Inver Grove Heights// //Content Providers:// Muskingum Valley Educational Service Center and http://skypeanauthor.wetpaint.com/ //Grade level: 3// //Subject Areas: Social Studies, Citizenship, Language Arts, Technology// //Recommended Time Frame: Beginning of the school year to October 7.//

BEGIN WITH THE END IN MIND
//What are the big ideas for your project?// What can we learn about heroes? Who is a hero to you? What makes a hero a hero? What is the difference between a hero and an idol?

After exploring questions like these, the students will then research someone who is a hero to them and why? This will involve writing questions to learn about their hero. It may include an interview, prepared and completed by the student. Skype, video conferencing, and phone interviews will all be available for the students. Students will also learn writing, the writing process, and publishing from an author. Their final product will be a ePub book about their hero.

MN State Standards Alignment
//(// //Because all content areas have different structure please provide content area, strand, substrand and standard. Basically anything that is listed before the standard, see example below.)//

**Language Arts**

**I. Reading** 3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.2.4.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a //grade 3 topic or subject area//. 3.2.5.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3.2.7.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

**II. Writing** 3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., //also//, //another//, //and//, //more//, //but//) to connect ideas within categories of information. d. Provide a concluding statement or section.

Writing Process 3.6.4.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 3.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on page 41-42.) 3.6.6.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 3.6.7.7 Conduct short research projects that build knowledge about a topic, should demonstrate command of Language standards 1–3 up to and including grade 3 on page 41-42.) 3.6.8.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

3.8.1.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 3 topics////and texts//, building on others’ ideas and expressing their own clearly. a.Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, l listening to others with care, speaking one at a time about the topics and texts under discussion). c.Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. e.Cooperate and compromise as appropriate for productive group discussion. f. Follow multi-step oral directions. 3.8.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 3.8.5.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

**Media Literacy** 3.8.7.7 Distinguish among, understand, and use different types of print, digital, and multimodal media. a. Make informed judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements, newspapers). b. Locate and use information in print, non-print, and digital resources, and identify reasons for choosing information used. c. Check for accuracy in pictures and images. d. Recognize safe practices in personal media communications. 3.8.8.8With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.) a. With prompting and support, critique each found image under consideration for use in a multimedia project for its appropriateness to purpose, its effectiveness in conveying the message, and its effect on the intended audience and justify its use in the project. Share the work with an audience.

3.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 3.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

**Social Studies**

3.5.2.1.1 Explain how people can make a difference in others’ lives; demonstrate how people can address a specific problem or need by participating as individuals or groups in the civic life of their community.

**iste.nets Standards**

**1. Creativity and Innovation**

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

**2. Communication and Collaboration**

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Students:

a. interact, collaborate, and publish with peers, experts, or others employing a v variety of digital environments and media.

d. contribute to project teams to produce original works or solve problems.

**3. Research and Information Fluency**

Students apply digital tools to gather, evaluate, and use information. Students:

a.plan strategies to guide inquiry.

b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

**4. Critical Thinking, Problem Solving, and Decision Making**

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students

b. plan and manage activities to develop a solution or complete a project.

c. collect and analyze data to identify solutions and/or make informed decisions

**5. Digital Citizenship**

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

**6. Technology Operations and Concepts**

Students demonstrate a sound understanding of technology concepts, systems,and operations. Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d.transfer current knowledge to learning of new technologies.

**Habits of Mind** **Persisting**-This will be a difficult project for new third graders. They will need to stick to the task and not give up. **Managing impulsivity**-In order to finish the project they will need to act deliberately and think through each step. **Listening to others with understanding and empathy**-Students will devote energy listening to others. This will be evident in the video conferences and the interviews that the students conduct to complete their research. **Think Flexibly**-Students will need to be flexible thinkers and be ok with confusion up to a point. There will be many new skills in this project and the students should expect to experience some frustration. **Strving for accuracy and Precision**-We expect that students strive for the best quality work they can produce. Each step of the way will build on the the steps previous and the final project should be the best product they can put out. **Questioning and posing problems**-We will provide a framework for the projcet but the students must fill in the gaps with their own problem solving skills. **Applying Past Knowledge to new situations**-When confronted with a new problem in this project the students should turn to prior knowledge for guidance. **Gathering Data Through all Senses**-Good problem solvers know that information gets in to the brain through all sensory pathways. **Creating, Imagining and Innovating**-Good problems solvers have the capacity to generate a novel, original, or ingenious product. **Responding with Wonderment and Awe**-Good problem solvers have not only an “I can” attitude but also an “i enjoy” feeling. They seek challenges for themselves and others. **Taking Responsible Risks**-Good problem solvers tend to go beyond the established limits on a project. They accept confusion and uncertainty as a part of the project and accept the challenge. **Finding Humor**-Good problem solvers can laugh at themselves. Laughter can invoke creativity and provoke higher level thinking. **Thinking interdependently**-Good problemsolvers realize that all of us together are more powerful than any one individual. When working on a project like this students need to realize that they can produce higher quality work with the help of classmates. **Learning continuously**-Good problem solvers are continually learning. They are always striving for improvement and ways to make themselves and those around them better.

**Key Skills Students Will Learn**

Research and report writing: the writing process, apply conventions, quality writing Communication: listening, asking questions, written communication Publishing: creating and publishing using Pages, iPads, and eBooks

CRAFT THE DRIVING QUESTION
//What is the significant question that will drive this project?// **//How do heroes influence lives?//**

PLAN THE ASSESSMENT
//What are the products and artifacts for this project?// 1. Role play demonstrating the word influence: assessed through written self-reflection 2. Collaborative definition of a hero: group poster 3. Individual reflection through illustration and words of what a hero is to them 4. Group collage of heroes, group list of the positive characteristics of a hero, and individual reflection on how heroes influence our lives 5. Writing process assessment: superhero short story, rubric 6. Final research project: individual hero research, writing process, final product ePub document. Checklist, self-assessment and teacher assessment of the document before their ePub is created, ePub document will be score using a rubric. 7. Project self-evaluation: My Thoughts About This Project (PBL/Elem., p. 143)

MAP THE PROJECT //How will the project be organized?// 1. Define **influence.** Students will share a story about a time they influenced someone else in a positive way. Assessment: role play and written self-reflection.

2. What is a hero? Through reading, videos, music, discussions, and a video conference with The MY HERO project, the students will create a collaborative definition of a hero. *Teach questioning and expectations while doing a video conference Video conference with Muskingum Valley Educational Service Center for a program called “Follow Your Dreams, Martin Luther King Jr.
 * See collaborative discussion standards

Video conference with the National Baseball Hall of Fame: Lou Gehrig-The Iron Horse

3. Who are some heroes? What makes them a hero? How do they influence our lives? In groups students will create collages of heroes using pictures from magazines, the internet, and their own drawings. Then, they will create a list of the characteristics that make them a hero. Each student will then reflect and write about how heroes influence their life. *Collaborative discussion standards

4. Students will learn how authors write and publish their work. They will learn about, and understand the writing process. By writing a short story where a superhero saves the day, they will demonstrate their understanding of the writing process. These will be published on our: Salem Hills Third Grade News blog. [|Third Grade Student News Blog]

Video conference with an author CILC:Easy Steps to Storywriting http://www.cilc.org/search/content-provider-program.aspx?id=2955

Short story lesson 1. Students create their own hero/avator through various websites: [|Create a Hero] [|Marvel Comics: Avatar] [|Super Hero Generator] (This one has TV ads first) 2. Students learn the writing process and apply to their short story. The short story needs to include linking words (e.g. also, another, and, more, but) to connect ideas within categories of information. The also need to have a concluding statement or paragraph.

The Writing Process: [|Writing Process: Taylors Elementary] 3. Students write their short story using the hero they created as their main character. They need to have this hero showing at least 2 positive character traits and the hero saves the day. They will go through the complete writing process. 4. Sharing with peers 5. Publish on the Salem Hills Third Grade News

http://skypeanauthor.wetpaint.com/

5. Students will create a final project about a hero of their choice. The final project will be based on research they conduct on a person they think influences lives in a positive way. This project will be done using the project based learning model. They will come up with a question they would like to answer about their hero. They will research their hero on the internet, the library and through personal interviews if applicable. The students will then create a written document of their research going through all the steps in the writing process. Their final product will be an ePub document to be shared with their class and others. They will be required to use the following media in creating their ePub: Video or audio, photos or original art, and text.

Research process: reading, taking notes, writing, editing, revising, and create an ePub document for their final product. Lesson: Respecting Other's Work [|Respecting the work of others]

*note taking *sources, at least 2 *plagiarism and copyrights *editing *revising *linking words and phrases (e.g., //also//, //another//, //and//, //more//, //but//) to connect ideas within categories of information. * Provide a concluding statement or section *ePub document creation Students will learn how to create an ePub document.

6. Everyday Heroes: using the flipcamera, the students will find and record “everyday” heroes in action at Salem Hills. Using iMovie, they will create a movie of the everyday heroes. They will share these with their classmates and others in the school.

MANAGE THE PROCESS
//How will you manage and facilitate this project?// //For each part of the project we will prepare students to be successful// 1. Define **influence.** Students will share a story about a time they had an influence on someone else in a positive way. Model our own stories and facilitate the writing and sharing process for students. 2. Video Conference 1- Students will participate in a videoconference with an author. They will discuss the process of writing, editing and publishing a book. Skypeanauthor.wetpaint.com Set up all of the video conference logistics and prepare the students with questions and note taking skills so that they can get the most of their time with the expert. 3. Video Conference 2- Students will participate in a videoconference with Muskingum Valley Educational Service Center for a program called “Follow Your Dreams, Martin Luther King Jr. Set up all of the video conference logistics and prepare the students with questions and note taking skills so that they can get the most of their time with the expert. 4. Students will learn how to create an ePub document. Create an ePub document that will show the steps for creation and also serve as a template for their research project. 5. Students will choose a Hero they would like to research and create an ePub document for their research report. Allow students to find heroes and assist in the research process. Assist students that would like to contact a hero or hero expert using skype or video conference. Using the template provided help students create their ePub book about the hero they chose.

= PROJECT RESOURCES =

Video conference Lesson Plan
Upload as a word document or lesson plan [|PBL][|_][|St][|_][|Kit][|_4_][|sample][|_][|forms][|.][|pdf]

Media Files
Includes images, video and audio.

Web Resources
Buck Institute for Education  [|myhero][|.][|com] Pics4Learning.org [|dictionary][|.][|com] **Documents**

Upload as a word document or lesson plan. Buck Institute for Education [|http;//www.bie.org]